A graphic organizer differs from a worksheet in several important ways.
Worksheet
Graphic Organizer
One correct response for each question or blank
A diversity of responses can be correct
Formal test-like quality to practice or assess knowledge
Not standardized, more open-ended
Usually does not include teaching (new information)
Can include new information to capitalize on instructional potential
Less flexibility
Greater differentiation and support for ELLs and special education students
Does not always stimulate higher-order thinking skills
More likely to provoke higher-order thinking due to open-endedness of the possible responses
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CRCSESL or page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
Important:
1. Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black!
2. Where you see a diamond-shaped bullet (turned into a ‘v” by wikispaces), you will need to provide a response.
3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
vWhich AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so it is useful 2.1.1 is more directly connected to the RCS.
Reading Development Level
Note: The levels indicated on the CRCSESL lesson plans correspond roughly as follows:
Emerging: Grades K-1
Advancing: Grades 2-3
Advanced: Grades 4-6
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. For example, I have used some of the advanced lessons in CRCSESL with less proficient 8th-grade students.
Agreed - thorough list
Review these strategies on page 13 in CRCSESL or page 16 in CRCSSSL.
vWhich of these research-based instructional strategies have you used in your teaching? Name them. Identifying similarities and differences, summarizing and notetaking, cooperative learning, setting objectives and providing feedback, questions, cues and advance organizers Setting objective and providing feedback, similarities & differences, cooperative learning, questions, cues, graphic organizers, and summarizing (from what I can remember) vWhich of these instructional strategies do you need to learn? Name them and describe them. Nonlinguistic representations including kinesthetic activities Nonlinguistic representations and note-taking These can be particularly important for elemetary-age students, ELLs, and special needs students, too. Non-linguistic representations are more than drawing. Involving students in kinesthetic representations is fun and effective. See lesson plan 4.2 in CRSCESL.
In my experience, similarities and differences is another strategy where we can improve practice. This is more than Venn diagrams. It is also category matrices, category webs, metaphors, and analogies. These involve higher-order thinking.
Lesson Length: 6-8 sessions
vWhat are your questions about the lesson length? You must have at least one. See page 15 (CRCSESL). About how much time is needed to complete each session? 45-50 minutes
Can we block out longer time periods so that there are fewer sessions? If not, how far apart (frequency) can the lessons take place? Published lesson plans cannot reflect the on-the-ground scheduling considerations for educators. These are the kinds of decisions that coteachers should make together. That said, learning works best on consecutive days to support reteaching and minimize reteaching.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
No strategies offered for opening up a fixed schedule?
Purpose The purpose of this unit is to synthesize information from several sources, to distinguish primary from secondary sources, to self-select a product, and to self-assess it using a rubric.
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? The library is a place where students can find information sources, the teacher and librarian can define and give or "show" examples of primary and secondary sources, the librarian can present and teach new product tools (Web 2.0), and both teacher and librarian can teach students how to use a provided rubric to guide their progress and self-assess their assignment. Agreed
Objectives At the end of this unit, students will be able to 1. Define primary and secondary sources. 2. Make notes and record sources. 3. Synthesize the information from at least three sources. 4. Design a product to show what they have learned. 5. Self-assess with a checklist.
Agreed - These are appropriate learning outcomes for librarians to address with teachers. I would suggest that ALL academic learning outcomes are appropriate to our library job descriptions.
Review Bloom’s Taxonomy: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart. Example:
Objective
Verb
Level on Bloom’s
Objective 1
Identify
Comprehension
Objective
Verb
Level on Bloom's
Obj. 1
Define
Remembering
Obj. 2
Write, record
Understanding
Obj. 3
Choose, write, synthesize
Applying, Creating
Obj. 4
Design, develop
Creating
Obj. 5
Assess, judge, self-assess
Evaluating
Agreed - strong analysis
Resources, Materials, and Equipment (List them!)
Children’s Literature --The Bus Ride That Changed History: The Story of Rosa Parks by Pamela Duncan Edwards; The Other Side by Jacqueline Woodson; Remember: The Journey to School Integration by Toni Morrison; Rosa by Nikki Giovanni; Rosa Parks by Michelle Levine; This Is the Dream by Diane Z. Shore and Jessica Alexander
Websites: online resources for background information Graphic Organizers: 9.2 Teacher Resource; Informational Book Self-Monitoring; 9.2 Informational Book Self-Monitoring; 9.2 Group Information Sheet and Synthesis Product Checklist; 9.2 Sample Summary Materials: Note cards for individual students, folders for groups Equipment: Document camera and/or SmartBoard Complete list
vWhich are the different formats or genres used to support learners? print,biography and historical fiction visual, audio (via videos and read-alouds), partner collaboration, and non-fiction vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Online reference resources: To gather factual information and gather visuals/pictures of the topic Web 2.0 tools: For students' final products, possibly to compose graphic organizers (or model the use of g.o.) Document camera and/or SmartBoard: To project reading materials, especially during modeling Agreed - This lesson is strong in integrating resources in multiple genres and formats.
Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. Educators model synthesizing information from a variety of sources. They may monitor students' research and product-making process, or the school librarian may take responsibility for supporting student research in library center rotations. Educators share responsibility for guiding and assessing students' learning products. By co-teaching, both educators can simultaneously focus on different aspects of the lesson, making most efficient use of the time allotted. For example, while one reads the book aloud, another can record student answers on the graphic organizer. They can also divide the class in smaller groups (half) and read-aloud different texts to each group. Finally, they can model think-alouds and question-and-answer throughout the lesson.
Agreed - and please don't forget the think-alouds, which are essential components of strategy instruction.
Assessment
vAre there multiple methods/tools for educators to (assess) student outcomes? If there’s one, name it. If there are multiple, name them. Students' informational book self-monitoring graphic organizers, synthesis products, and checklists show the process and results of their learning. Rubrics, for both individual work and team work, as well as final products. Consistent monitoring of progress after each session. For example, checking the graphic organizers or note cards to check for understanding and make sure they are completing them correctly. Informal observations and quick checks for student understanding by simple questions at the end of each session (exit tickets). Agreed
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Yes. Checklists, reflection questions, copies of rubrics or graphic organizers Agreed
Standards (List them!)
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. §110.14. English Language Arts and Reading, Grade 3 13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; and (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. Agreed 16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:(A) understand how communication changes when moving from one genre of media to another; (B) explain how various design techniques used in media influence the message (e.g., shape, color, sound) I do not think the lesson, as written, asks students to understand and explain media literacy. 31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. Agreed
§113.14. Social Studies, Grade 3 (1) In Grade 3, students learn how diverse individuals have changed their communities and world. Students study the effects inspiring heroes have had on communities, past and present. Students learn about the lives of heroic men and women who made important choices, overcame obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new inventions, new technologies, and new communities. Students expand their knowledge through the identification and study of people who made a difference, influenced public policy and decision making, and participated in resolving issues that are important to all people. Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals. Agreed (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities, past and present; Agreed (12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: (A) give examples of community changes that result from individual or group decisions; (B) identify examples of actions individuals and groups can take to improve the community; Agreed (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources; (B) sequence and categorize information; (C) interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting; Agreed
§126.3. Technology Applications, Grades 3-5 (3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A) follow acceptable use policies when using computers; and (B) model respect of intellectual property by not illegally copying software or another individual's electronic work. A but not B so much... (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics; Agreed (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio, video, and graphics to enhance learning experiences; (B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and (C) use a variety of data types including text, graphics, digital audio, and video. Agreed - mostly for extension (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and (B) use presentation software to communicate with specific audiences. Agreed - for extension
vWhich AASL indicators align with this lesson? Give both the number and the description for each. 1.1.6 Read, view, and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding 1.2.3 Demonstrate creativity by using multiple resources and formats 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge 2.1.2 Organize knowledge so it is useful 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.4.2 Assess the quality and effectiveness of the learning product 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres 4.3.2 Recognize that resources are created for a variety of purposes
Too many! Which of these are actually assessed in the unit?
IMPLEMENTATION
Process
Motivation Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Display the recommended text set for this lesson so that students can view all the book covers. Define primary source documents. Show a selection of photographs from Remember: The Journey to School Integration. Discuss these primary source photos. Pair a few illustrations with paintings (secondary sources) from This Is the Dream. Educators co-read This Is the Dream by reading alternating lines/pages. Invite students to think-pair-share their initial responses to the photographs, paintings, and reading. Volunteers share their responses with the class. Record and save.
vWill this invitation to learn be effective in capturing students’ interest? Why or why not? Yes, students would be interested in viewing and discussing the photographs and illustrations representing this topic. If the students are unfamiliar, or not interested in Civil Rights, they may not be interested. However, asking a prompting question like "Have you ever broken the rules because you thought the rules that were in place were not fair?" along with the displaying the books might spark some curiosity. Agreed - I have found photographs of segregation (and integration) in schools peak students' curiosity, particularly if this is not their experience of schooling.
vWhat are your ideas to increase student buy-in to this lesson? Give at least one. I would also show a short video clip such as a documentary of actual school integration to increase student awareness of the social impact through media. Perhaps displaying some quotes from Rosa Parks and asking students what they mean to them. Or composing a video (Animoto) with a short timeline of Rosa Parks and her story would motivate the students to learn more. Also, often telling or showing the students what their final product will be for this assignment might entice them enough to generate interest. Excellent ideas - never let a published lesson plan limit your creativity.
Student-friendly Objectives 1. Identify primary source and secondary source images. 2. Identify main ideas (five Ws and How). 3. Contribute ideas for group notes orally.
1. Determine main ideas and supporting details. 2. Participate in group writing.
1. Identify and share new information. 2. Brainstorm text-to-text connections. 3. Brainstorm products that can show learning.
1. Keep all work in a group folder. 2. Synthesize the information and design a product to show learning. 3. Self-assess the product.
vAre these objectives at the instructional level of the targeted students? Give an example. Yes. At a 3rd grade level, students should be able to identify a text's main idea, some supporting details, and orally contribute ideas. They should also be able to make text-to-text connections (compare and contrast). Yes, the third grade ELA TEKS expect students to be able to identify the main idea in a text as well identify the facts and details that support it. Agreed
vAre there terms in these objectives that may need to be taught to students? Give an example. Third graders will need to be taught the definitions of primary source, and secondary source. They may also need to be taught synthesize, and possibly self-asses. These would be good opportunities for the educators to model these actions. Students may need to be taught the meaning of text-to-text connections, main idea, and supporting details. Agreed - We should always be prepared to teach academic vocabulary... and we should never shy away from it. Presentation vDescribe the modeling aspect of this lesson. Throughout the lesson, educators can model the ethical use of information by properly recording each source's bibliographic information. Also, they can always model their thinking process by pausing to think-aloud, and asking appropriate questions. Whenever possible, the educators can model proper recording of information on graphic organizers. Finally, (Day 4) both educators model how to share information with each other by taking turns stating new information and responding appropriately. Educators model how to synthesize information from multiple resources and how to make notes accordingly. Agreed - notemaking (determining main ideas) is so important in a synthesis lesson. Students need a great deal of modeling and practice using different kinds of texts.
vHow are the benefits of two or more educators maximized in the presentation component? During whole-class instruction, one educator can co-read the texts or one educator can read a book while the other can record students' answers and responses. Also, both educators can help /support students during their note making activity. The class is divided up into two groups and read different books allowing for increased student participation in discussion and the opportunity to share new learning with students from the the other group. Agreed - It is easier to demonstrate notemaking with two educators working with the whole class. The lesson moves more quickly and the think-alouds can show divergent thinking.
Student Participation Procedures 1. Listen for Main Idea (five Ws and How). 2. Raise hand to pause reading. 3. Share a main idea or an interesting detail. 4. Suggest a note. 5. Choose a category.
1. Number off. 2. Talk with your table group to determine if a note is a main idea or detail. 3. Answer for the group when the table and number are called. 4. Contribute ideas to the summary.
1. Take turns. 2. Share new information and responses. vAre the directions clear? Give an example. Yes, for example Raise hand to pause reading is pretty self-explanatory and easy to understand. However, they can always use some modeling for some procedures such as Answer for the group when the table and number are called, especially if this is the first time they are using this process. Also, the educators can model the note taking procedures throughout the lesson. The directions are clear but students may need guidance in numbering off in the group. The educators may need to ensure that groups consist of an equal number of partners and that they say their number aloud so that everyone in the group member has a different number. Agreed - all tasks must be demonstrated if students have not previously engaged in them.
Guided Practice vHow are the benefits of two or more educators maximized in the guided practice component? Having two educators during guided practice ensures that all student get the proper guidance and support for their questions. They can also monitor all the groups to make sure that they are following proper procedures and understand the instructions. By having two people present, the students benefit from having enough support, and ensures that they all stay on-task. The educators are available to provide needed materials to create final products and can do so in an efficient manner. Agreed
Closure vAre students active in the closure component? What are students doing for closure? Yes, the students are asked to compare two texts and make connections. After the educators ask for synthesis responses, the students suggest how they can demonstrate their learning (in what format) and get credit for their suggestions. Finally the class as a whole creates a word cloud to use as a prompt for their projects. Student present their learning products in groups to the class and share ideas they added to their information to demonstrate their understanding of synthesis. Agreed - Keep students active in the lesson closure!
Reflection vHow is the reflection component related to the learning objectives? During the reflection process, students are asked to think back throughout the entire lesson about synthesizing the information they learned. They are reminded to think what the difference is between only stating facts and what they need to add to make it a true synthesis of information.Students are distinguishing between summarizing and synthesizing through questioning techniques. Agreed - It is important to make time for reflection.
Extensions
vWhat are your other ideas for extensions to this lesson? Describe at least one. Have students identify others who have also fought for equal rights in other movements - women's rights, Chicano movement, education equality, etc. Students can compose a quick list of resources on major historical figures and compare their journey to that of Rosa Parks. Or, invite someone in the community who is currently working for equal rights (immigration, LGBT, etc.) and have the student prepare some meaningful questions to ask. The guest can also talk about what motivated them to take a stand, like Rosa Parks, and what they are currently doing to achieve their goal. Discuss the character traits of the historical figures in the texts who supported civil rights and record student responses. Allow students to make text-to-text connections by naming characters from other books they have read who demonstrate similar character traits. Read aloud some of the student's selections so that students can discuss the relationship between the character as a group. Brilliant ideas! Keeping the extension focus on the learning objective (in this case synthesizing) is important.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Green: Olympia Garcia
Purple: Marcie Verastiqui
Brown: Dr. M.
Pre-Writing / Lesson deconstruction: https://cacoo.com/diagrams/fELusa6yeLcx2QA3
A graphic organizer differs from a worksheet in several important ways.
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CRCSESL or page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
Important:
1. Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black!
2. Where you see a diamond-shaped bullet (turned into a ‘v” by wikispaces), you will need to provide a response.
3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
Reading Comprehension Strategy: Synthesizing
Instructional Level: Advancing Grades 2-3
PLANNING
- Reading Comprehension Strategy (RCS)
v Reading Comprehension Strategy: SynthesizingvWhich AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so it is useful
2.1.1 is more directly connected to the RCS.
Note: The levels indicated on the CRCSESL lesson plans correspond roughly as follows:
Emerging: Grades K-1
Advancing: Grades 2-3
Advanced: Grades 4-6
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. For example, I have used some of the advanced lessons in CRCSESL with less proficient 8th-grade students.
- Instructional Strategies (List them!) Cooperative learning (Think-pair-share, numbered-heads-together), Summarizing and note taking (shared-writing summary), Questions, cues, and advance organizers (self-monitoring graphic organizer, nonlinguistic representations (photographs, paintings, illustrations, mural, dance)
Agreed - thorough listReview these strategies on page 13 in CRCSESL or page 16 in CRCSSSL.
vWhich of these research-based instructional strategies have you used in your teaching? Name them.
Identifying similarities and differences, summarizing and notetaking, cooperative learning, setting objectives and providing feedback, questions, cues and advance organizers
Setting objective and providing feedback, similarities & differences, cooperative learning, questions, cues, graphic organizers, and summarizing (from what I can remember)
vWhich of these instructional strategies do you need to learn? Name them and describe them.
Nonlinguistic representations including kinesthetic activities
Nonlinguistic representations and note-taking
These can be particularly important for elemetary-age students, ELLs, and special needs students, too. Non-linguistic representations are more than drawing. Involving students in kinesthetic representations is fun and effective. See lesson plan 4.2 in CRSCESL.
In my experience, similarities and differences is another strategy where we can improve practice. This is more than Venn diagrams. It is also category matrices, category webs, metaphors, and analogies. These involve higher-order thinking.
vWhat are your questions about the lesson length? You must have at least one. See page 15 (CRCSESL).
About how much time is needed to complete each session?
45-50 minutes
Can we block out longer time periods so that there are fewer sessions? If not, how far apart (frequency) can the lessons take place?
Published lesson plans cannot reflect the on-the-ground scheduling considerations for educators. These are the kinds of decisions that coteachers should make together. That said, learning works best on consecutive days to support reteaching and minimize reteaching.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
No strategies offered for opening up a fixed schedule?
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?
The library is a place where students can find information sources, the teacher and librarian can define and give or "show" examples of primary and secondary sources, the librarian can present and teach new product tools (Web 2.0), and both teacher and librarian can teach students how to use a provided rubric to guide their progress and self-assess their assignment.
Agreed
- Objectives At the end of this unit, students will be able to 1. Define primary and secondary sources. 2. Make notes and record sources. 3. Synthesize the information from at least three sources. 4. Design a product to show what they have learned. 5. Self-assess with a checklist.
Agreed - These are appropriate learning outcomes for librarians to address with teachers. I would suggest that ALL academic learning outcomes are appropriate to our library job descriptions.Review Bloom’s Taxonomy: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Example:
- Resources, Materials, and Equipment (List them!)
Children’s Literature--The Bus Ride That Changed History: The Story of Rosa Parks by Pamela Duncan Edwards; The Other Side by Jacqueline Woodson; Remember: The Journey to School Integration by Toni Morrison; Rosa by Nikki Giovanni; Rosa Parks by Michelle Levine; This Is the Dream by Diane Z. Shore and Jessica Alexander
Websites: online resources for background information
Graphic Organizers:
9.2 Teacher Resource; Informational Book Self-Monitoring;
9.2 Informational Book Self-Monitoring;
9.2 Group Information Sheet and Synthesis Product Checklist;
9.2 Sample Summary
Materials: Note cards for individual students, folders for groups
Equipment: Document camera and/or SmartBoard
Complete list
vWhich are the different formats or genres used to support learners?
print,biography and historical fiction
visual, audio (via videos and read-alouds), partner collaboration, and non-fiction
vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
Online reference resources: To gather factual information and gather visuals/pictures of the topic
Web 2.0 tools: For students' final products, possibly to compose graphic organizers (or model the use of g.o.)
Document camera and/or SmartBoard: To project reading materials, especially during modeling
Agreed - This lesson is strong in integrating resources in multiple genres and formats.
- Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.Educators model synthesizing information from a variety of sources. They may monitor students' research and product-making process, or the school librarian may take responsibility for supporting student research in library center rotations. Educators share responsibility for guiding and assessing students' learning products.
By co-teaching, both educators can simultaneously focus on different aspects of the lesson, making most efficient use of the time allotted. For example, while one reads the book aloud, another can record student answers on the graphic organizer. They can also divide the class in smaller groups (half) and read-aloud different texts to each group. Finally, they can model think-alouds and question-and-answer throughout the lesson.
Agreed - and please don't forget the think-alouds, which are essential components of strategy instruction.
- Assessment
vAre there multiple methods/tools for educators to (assess) student outcomes? If there’s one, name it. If there are multiple, name them.Students' informational book self-monitoring graphic organizers, synthesis products, and checklists show the process and results of their learning.
Rubrics, for both individual work and team work, as well as final products.
Consistent monitoring of progress after each session. For example, checking the graphic organizers or note cards to check for understanding and make sure they are completing them correctly.
Informal observations and quick checks for student understanding by simple questions at the end of each session (exit tickets).
Agreed
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Yes. Checklists, reflection questions, copies of rubrics or graphic organizers
Agreed
- Standards (List them!)
Reading and/or writingListening and speaking
Other content areas
Information literacy
Educational technology
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
§110.14. English Language Arts and Reading, Grade 3
13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the details or facts that support the main idea;
(B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; and (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.
Agreed
16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:(A) understand how communication changes when moving from one genre of media to another; (B) explain how various design techniques used in media influence the message (e.g., shape, color, sound)
I do not think the lesson, as written, asks students to understand and explain media literacy.
31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.
Agreed
§113.14. Social Studies, Grade 3
(1) In Grade 3, students learn how diverse individuals have changed their communities and world. Students study the effects inspiring heroes have had on communities, past and present. Students learn about the lives of heroic men and women who made important choices, overcame obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new inventions, new technologies, and new communities. Students expand their knowledge through the identification and study of people who made a difference, influenced public policy and decision making, and participated in resolving issues that are important to all people. Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals.
Agreed
(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities, past and present;
Agreed
(12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: (A) give examples of community changes that result from individual or group decisions; (B) identify examples of actions individuals and groups can take to improve the community;
Agreed
(17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources; (B) sequence and categorize information; (C) interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting;
Agreed
§126.3. Technology Applications, Grades 3-5
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A) follow acceptable use policies when using computers; and (B) model respect of intellectual property by not illegally copying software or another individual's electronic work.
A but not B so much...
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics;
Agreed
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio, video, and graphics to enhance learning experiences; (B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and (C) use a variety of data types including text, graphics, digital audio, and video.
Agreed - mostly for extension
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and (B) use presentation software to communicate with specific audiences.
Agreed - for extension
vWhich AASL indicators align with this lesson? Give both the number and the description for each.
1.1.6 Read, view, and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding
1.2.3 Demonstrate creativity by using multiple resources and formats
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
2.1.2 Organize knowledge so it is useful
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.4.2 Assess the quality and effectiveness of the learning product
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres
4.3.2 Recognize that resources are created for a variety of purposes
Too many! Which of these are actually assessed in the unit?
IMPLEMENTATION
- Process
MotivationMotivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
Display the recommended text set for this lesson so that students can view all the book covers. Define primary source documents. Show a selection of photographs from Remember: The Journey to School Integration. Discuss these primary source photos. Pair a few illustrations with paintings (secondary sources) from This Is the Dream. Educators co-read This Is the Dream by reading alternating lines/pages. Invite students to think-pair-share their initial responses to the photographs, paintings, and reading. Volunteers share their responses with the class. Record and save.
vWill this invitation to learn be effective in capturing students’ interest? Why or why not? Yes, students would be interested in viewing and discussing the photographs and illustrations representing this topic.
If the students are unfamiliar, or not interested in Civil Rights, they may not be interested. However, asking a prompting question like "Have you ever broken the rules because you thought the rules that were in place were not fair?" along with the displaying the books might spark some curiosity.
Agreed - I have found photographs of segregation (and integration) in schools peak students' curiosity, particularly if this is not their experience of schooling.
vWhat are your ideas to increase student buy-in to this lesson? Give at least one. I would also show a short video clip such as a documentary of actual school integration to increase student awareness of the social impact through media. Perhaps displaying some quotes from Rosa Parks and asking students what they mean to them. Or composing a video (Animoto) with a short timeline of Rosa Parks and her story would motivate the students to learn more. Also, often telling or showing the students what their final product will be for this assignment might entice them enough to generate interest.
Excellent ideas - never let a published lesson plan limit your creativity.
Student-friendly Objectives
1. Identify primary source and secondary source images.
2. Identify main ideas (five Ws and How).
3. Contribute ideas for group notes orally.
1. Determine main ideas and supporting details.
2. Participate in group writing.
1. Identify and share new information.
2. Brainstorm text-to-text connections.
3. Brainstorm products that can show learning.
1. Keep all work in a group folder.
2. Synthesize the information and design a product to show learning.
3. Self-assess the product.
vAre these objectives at the instructional level of the targeted students? Give an example.
Yes. At a 3rd grade level, students should be able to identify a text's main idea, some supporting details, and orally contribute ideas. They should also be able to make text-to-text connections (compare and contrast). Yes, the third grade ELA TEKS expect students to be able to identify the main idea in a text as well identify the facts and details that support it.
Agreed
vAre there terms in these objectives that may need to be taught to students? Give an example.
Third graders will need to be taught the definitions of primary source, and secondary source. They may also need to be taught synthesize, and possibly self-asses. These would be good opportunities for the educators to model these actions. Students may need to be taught the meaning of text-to-text connections, main idea, and supporting details.
Agreed - We should always be prepared to teach academic vocabulary... and we should never shy away from it.
Presentation
vDescribe the modeling aspect of this lesson.
Throughout the lesson, educators can model the ethical use of information by properly recording each source's bibliographic information. Also, they can always model their thinking process by pausing to think-aloud, and asking appropriate questions. Whenever possible, the educators can model proper recording of information on graphic organizers. Finally, (Day 4) both educators model how to share information with each other by taking turns stating new information and responding appropriately. Educators model how to synthesize information from multiple resources and how to make notes accordingly.
Agreed - notemaking (determining main ideas) is so important in a synthesis lesson. Students need a great deal of modeling and practice using different kinds of texts.
vHow are the benefits of two or more educators maximized in the presentation component?
During whole-class instruction, one educator can co-read the texts or one educator can read a book while the other can record students' answers and responses. Also, both educators can help /support students during their note making activity. The class is divided up into two groups and read different books allowing for increased student participation in discussion and the opportunity to share new learning with students from the the other group.
Agreed - It is easier to demonstrate notemaking with two educators working with the whole class. The lesson moves more quickly and the think-alouds can show divergent thinking.
Student Participation Procedures
1. Listen for Main Idea (five Ws and How).
2. Raise hand to pause reading.
3. Share a main idea or an interesting detail.
4. Suggest a note.
5. Choose a category.
1. Number off.
2. Talk with your table group to determine if a note is a main idea or detail.
3. Answer for the group when the table and number are called.
4. Contribute ideas to the summary.
1. Take turns.
2. Share new information and responses.
vAre the directions clear? Give an example.
Yes, for example Raise hand to pause reading is pretty self-explanatory and easy to understand. However, they can always use some modeling for some procedures such as Answer for the group when the table and number are called, especially if this is the first time they are using this process. Also, the educators can model the note taking procedures throughout the lesson. The directions are clear but students may need guidance in numbering off in the group. The educators may need to ensure that groups consist of an equal number of partners and that they say their number aloud so that everyone in the group member has a different number.
Agreed - all tasks must be demonstrated if students have not previously engaged in them.
Guided Practice
vHow are the benefits of two or more educators maximized in the guided practice component?
Having two educators during guided practice ensures that all student get the proper guidance and support for their questions. They can also monitor all the groups to make sure that they are following proper procedures and understand the instructions. By having two people present, the students benefit from having enough support, and ensures that they all stay on-task. The educators are available to provide needed materials to create final products and can do so in an efficient manner.
Agreed
Closure
vAre students active in the closure component? What are students doing for closure?
Yes, the students are asked to compare two texts and make connections. After the educators ask for synthesis responses, the students suggest how they can demonstrate their learning (in what format) and get credit for their suggestions. Finally the class as a whole creates a word cloud to use as a prompt for their projects. Student present their learning products in groups to the class and share ideas they added to their information to demonstrate their understanding of synthesis.
Agreed - Keep students active in the lesson closure!
Reflection
vHow is the reflection component related to the learning objectives?
During the reflection process, students are asked to think back throughout the entire lesson about synthesizing the information they learned. They are reminded to think what the difference is between only stating facts and what they need to add to make it a true synthesis of information.Students are distinguishing between summarizing and synthesizing through questioning techniques.
Agreed - It is important to make time for reflection.
vWhat are your other ideas for extensions to this lesson? Describe at least one.
Have students identify others who have also fought for equal rights in other movements - women's rights, Chicano movement, education equality, etc. Students can compose a quick list of resources on major historical figures and compare their journey to that of Rosa Parks. Or, invite someone in the community who is currently working for equal rights (immigration, LGBT, etc.) and have the student prepare some meaningful questions to ask. The guest can also talk about what motivated them to take a stand, like Rosa Parks, and what they are currently doing to achieve their goal.
Discuss the character traits of the historical figures in the texts who supported civil rights and record student responses. Allow students to make text-to-text connections by naming characters from other books they have read who demonstrate similar character traits. Read aloud some of the student's selections so that students can discuss the relationship between the character as a group.
Brilliant ideas! Keeping the extension focus on the learning objective (in this case synthesizing) is important.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!